tag:blogger.com,1999:blog-17577430.post2359382612135311511..comments2024-03-17T02:17:34.680-05:00Comments on Philosophy Factory: How not to get student complaints...Inside the Philosophy Factoryhttp://www.blogger.com/profile/12255753259090709877noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-17577430.post-34760705262096665472009-07-31T06:08:56.135-05:002009-07-31T06:08:56.135-05:00On the mulligan question...
I only permit studen...On the mulligan question... <br /><br />I only permit students with low Cs and lower to do rewrites... because I limit the revision grade to a C+. This cuts them down quite a bit.. Also, I require rewrites to have the original work attached, so I look for the changes and the grading is very fast.<br /><br />For logic, it's a bit more work -- but, it's also the case that the process for scheduling a re-take at the testing center is pretty icky. The fact that they can only re-take one exam -- and they can't re-take the last one, means that they tend to "save" their re-take until they don't need it anymore...Inside the Philosophy Factoryhttps://www.blogger.com/profile/12255753259090709877noreply@blogger.comtag:blogger.com,1999:blog-17577430.post-51716566228738321622009-07-30T14:36:05.374-05:002009-07-30T14:36:05.374-05:00I do many of the same things you do (and I imagine...I do many of the same things you do (and I imagine in a similar style to yours); however, I also justify why we do certain assignments. My course is jammed chock full of assignments. It's action-packed, with major assignments due at least every other week (if not more often). Students often blanche at the amount of work. I've found that by explaining why we do certain assignments, particularly when they serve specific assessment objectives and cannot be avoided, I get less resistance -- or at least I become less evil. I have found that giving the logic behind the course design has become some of the most important transparency in my course.<br /><br />I'm curious about how you handle mulligans in a way that doesn't create more work for you, though. I can barely keep up with all of the grading now. I give draft/revision opportunities, but what else do you do? I struggle with how to give more opportunities, so I'd appreciate it if you would elaborate.<br /><br />Thanks!Anonymoushttps://www.blogger.com/profile/06699920716882681464noreply@blogger.comtag:blogger.com,1999:blog-17577430.post-61296340997331799002009-07-30T13:07:50.834-05:002009-07-30T13:07:50.834-05:00You covered it nicely :-) It's a bit differen...You covered it nicely :-) It's a bit different teaching online because they have to be more responsible about knowing due dates and such. To that end, I post a lot of announcements and send a lot of class email reminders (and that's over and above the course calendar and weekly discussions and assignments). I state my expectations of them right up front and I tell them what I will and will not do during the class :-) I also provide them with a webpage where I've posted comments from my students from the past ten years. <br /><br />I think I scare them at first because I tell them I'm a tough grader and they will work hard in my class. Then they read what former students have said and they know I'm there for them every step of the way so they feel better about it all at the beginning.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-17577430.post-55684513860162308282009-07-30T12:40:37.324-05:002009-07-30T12:40:37.324-05:00I tend to be kind of funny/sarcastic and a bit cas...I tend to be kind of funny/sarcastic and a bit casual, so I end up with the assumption that I'm a correspondingly easy grader.... which, I probably am, kind of.<br /><br />I realized a while back that being a really easy grader isn't to anybody's advantage. Students leave my course with an inflated sense of their own abilities and I end up having to deal with the points fishing.<br /><br />I also realized that 'easy' and 'hard' grader correspond to whether or not I've affirmed or denied the student's own image of themselves as a student -- especially in relation to how much work they think they've put into learning whatever you are grading.Inside the Philosophy Factoryhttps://www.blogger.com/profile/12255753259090709877noreply@blogger.comtag:blogger.com,1999:blog-17577430.post-50241287685592790912009-07-30T10:43:13.575-05:002009-07-30T10:43:13.575-05:00I teach Gr 7-9 so my challenges are different from...I teach Gr 7-9 so my challenges are different from yours, but I dare say my way of avoiding complaints from my students are vary similar to yours. Clear and concise instructions, reminders of due dates on the whiteboard, I let them know what I have to deal with aside from their assignments and papers - and I try to be a fair as possible.<br />The few times I've had students complain, it's been their projection of own failures onto the nearest person - the teacher in a particular subject.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-17577430.post-24416898418623575332009-07-30T09:29:57.395-05:002009-07-30T09:29:57.395-05:00Ok, I've got one for you. What about student w...Ok, I've got one for you. What about student who believe that because you are nice and funny (I AM funny!) That I must be an easy grader--or worse, because the other favorite professors are easy graders, they expect me to be. How do I combat that? I don't work at the place now, but for awhile it was a big problem. Why they feel a prof who is nice can't also expect a lot is beyond me.rented lifehttps://www.blogger.com/profile/03794602752542828844noreply@blogger.com